Utilization of Standardized College Entrance Metrics to Predict Undergraduate Student Success in Chemistry

Autor/inn/en	Kreiser, Ryan P.; Wright, Aidan K.; McKenzie, Tristan L.; Albright, J. Alex; Mowles, Eric D.; Hollows, Jared E.; Limbocker, Scott; Eslinger, Melissa; Limbocker, Ryan; Nguyen, Lam T.
Titel	Utilization of Standardized College Entrance Metrics to Predict Undergraduate Student Success in Chemistry
Quelle	In: Journal of Chemical Education, 99 (2022) 4, S.1725-1733 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Limbocker, Scott)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.1c00719
Schlagwörter	Prediction; Science Achievement; Chemistry; Undergraduate Students; College Entrance Examinations; Standardized Tests; High School Students; Academic Ability; Outcomes of Education; High Achievement; At Risk Students; SAT (College Admission Test); ACT Assessment + Suchen Sie Ihr Suchwort? Vorhersage; Chemie; Aufnahmeprüfung; Standadised tests; Standardisierter Test; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lernleistung; Schulerfolg; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	Quantitative metrics are widely employed to determine the probability of an applicant succeeding in a specific program of interest, ranging from undergraduate or graduate admissions to fellowships. The admissions office at the United States Military Academy at West Point uses an internal college entrance examination rank (CEER) assessment algorithm of high school students, based on ACT and SAT scores in addition to consideration of high school performance, to assess student academic abilities and their probability of surpassing graduation requirements. To develop a tool for predicting student performance in first-semester general chemistry, we utilized CEER scores to predict student success on the national exam produced by the American Chemical Society (ACS) for general chemistry. Our results show that CEER is a strong predictor of student outcomes and a better predictor when compared to SAT Math, ACT Science, or ACT Math in isolation. Further stratification of the CEER distribution into four categories, ranging from at-risk to high achiever, identified a gradient by which students are likely to exceed the national average on the ACS exam. To further assess this prediction, we then demonstrated that the CEER brackets correlated closely to student grades in the course, therein illustrating its utility in predicting categories of students who are likely to fail, underperform, or excel. We anticipate that these tools are broadly generalizable to undergraduate admissions decisions, can assist in the placement process for students in general or advanced sections of chemistry, could yield insight when making scholarship or fellowship decisions, and more broadly can facilitate the design of group learning dynamics aimed at enhancing student outcomes. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01